Display apparatus for teaching writing

ABSTRACT

Apparatuses and methods are provided directed at teaching writing, such as printing, cursive, and calligraphy, to users of all ages. Typically, the embodiments are directed toward teaching children the basic skills of writing. However, it may be appreciated that the embodiments may be utilized by users of all ages. In particular, embodiments of the invention can be used to teach the skill of writing and learning letters of the English alphabet to foreigners. Or, embodiments of the invention can be used to teach English speakers various foreign alphabets. For example, embodiments may provide instruction in writing Arabic letters, Greek letters, or Chinese or Japanese characters, to name a few. Additionally, embodiments of the invention may be used to teach artistic forms of writing, such as calligraphy, script, or various fonts.

CROSS-REFERENCES TO RELATED APPLICATIONS

This application is a non-provisional of and claims the benefit of thefiling dates of U.S. Provisional Application Nos. 60/510,809, filed onOct. 10, 2003, and 60/512,326 filed on Oct. 17, 2003, all of which areherein incorporated by reference in their entirety for all purposes.

STATEMENT AS TO RIGHTS TO INVENTIONS MADE UNDER FEDERALLY SPONSOREDRESEARCH OR DEVELOPMENT

NOT APPLICABLE

REFERENCE TO A “SEQUENCE LISTING,” A TABLE, OR A COMPUTER PROGRAMLISTING APPENDIX SUBMITTED ON A COMPACT DISK

NOT APPLICABLE

BACKGROUND OF THE INVENTION

Writing is a fundamental aspect of learning and communicating in oursociety. Although the introduction of computers and the adoption of wordprocessing by younger and younger generations has introduced typing as asignificant means of writing, the manual practice of handwriting isstill a necessary skill and provides a unique aspect of the learningprocess.

Traditionally, such learning has been achieved in a classroom ortutorial setting wherein the pupil is guided by an instructor. The pupilis provided with a sheet of plain lined paper to practice the skill ofwriting. Or, the pupil is provided with a worksheet having blanks forwriting text or numbers in relation to elements printed on the page. Ineither case, the pupil is generally directed by the instructor as to thetasks to be performed on the page. And, in the case of the worksheet,the pupil may be required to read to be able to follow the instructions.

It is desired to provide a means for learning that does not require thecontinuous presence of an instructor or the ability to read. Further itis desired to provide a means for learning which is stimulating,engaging and fosters interest in learning. These objectives areaddressed, individually and collectively, by the present invention.

BRIEF SUMMARY OF THE INVENTION

The present invention is directed at teaching writing, such as printing,cursive, and calligraphy, to users of all ages. Typically, theembodiments are directed toward teaching children the basic skills ofwriting. Thus, many of the embodiments are described and illustrated informs which appeal to children and utilize auditory and visual promptswhich do not require advanced skills, such as reading. Further,embodiments of the invention also improve hand eye coordination and finemotor skills which are beneficial to developing children. However, itmay be appreciated that the embodiments may be utilized by users of allages. In particular, embodiments of the invention can be used to teachthe skill of writing and learning letters of the English alphabet toforeigners. Or, embodiments of the invention can be used to teachEnglish speakers various foreign alphabets. For example, embodiments mayprovide instruction in writing Arabic letters, Greek letters, or Chineseor Japanese characters, to name a few. Additionally, embodiments of theinvention may be used to teach artistic forms of writing, such ascalligraphy, script, or various fonts.

Various embodiments of learning apparatuses are provided which teach theuser writing skills. A significant aspect of these embodiments is thatthey provide techniques that directly mimic writing on real paper.Rather than steering a mouse to direct a pointer on a computer monitor,the user is able to “write” directly on a screen with a stylus. Thus,the writing techniques provided to the user can transfer to real pen andpaper smoothly.

Embodiments of the present invention can have multiple modes of learningand/or can provide audio and visual feedback to a user. Suitable modesof operations in educational apparatuses are discussed in U.S. patentapplication Ser. No. 09/886,399, and U.S. Pat. Nos. 4,403,965, 5,944,533and 5,813,861, all of which are herein incorporated by reference intheir entirety. In addition to writing, embodiments of the invention mayalso teach a child how to read, phonics, etc.

In a first embodiment of the present invention, an interactive learningapparatus is provided comprising (a) a housing, (b) a display screen onthe housing, (c) an electronic position location system, wherein theelectronic position location system includes a processor that is capableof determining a location of a selected region of the display screen,(d) a stylus for selecting regions on the display screen, and (e) amemory device operatively coupled to the processor, the memory devicecomprising (i) code for displaying an instructional stroke on thedisplay screen, (ii) code for displaying a starting point for drawingthe instructional stroke on the display screen, and (iii) code fordisplaying a user mark on the display screen drawn by a user with thestylus using the starting point as a reference point.

Typically, the instructional stroke forms at least a portion of a letterof an alphabet. However it may be appreciated that the instructionalstroke may form other images, such as numbers, symbols, figures, etc. Insome embodiments, the instructional stroke is surrounded by a boundaryregion. In these embodiments, the memory device includes code forproviding feedback to the user regarding the location of the user markin relation to the boundary region. For example, the apparatus mayinclude an audio output device coupled to the processor unit and thefeedback may then comprise an audio output. When the user mark is withinthe boundary region, the audio output may comprise a supportive phrase.When the user mark is outside of the boundary, the audio output maycomprise a coaching phrase. Alternatively or in addition, such feedbackmay comprise displaying the user mark having a differing visualappearance or removal of the user mark from the display screen. Forexample, if the user creates a user mark that travels outside of theboundary region, the user mark may see a user mark having a differentcolor or appearance or the user mark may simply disappear from thescreen so that the user is able to redraw the line in a more correctmanner.

The user may also receive feedback regarding the quality of the line,even if it is drawn entirely within a boundary region. For example, insome embodiments, the memory device further comprises code for providingfeedback to the user regarding stroke direction of the user mark inrelation to stroke direction of the instructional stroke. And, in someembodiments, the memory device further comprises code for providingfeedback to the user regarding completion of the user mark in relationto the instructional stroke. In any case, as the user is creating theiruser marks, the instructional strokes remain so the user can see howclosely they are following the instructional strokes. Optionally, oncethe user has finished drawing the letter or other form, the user mayobserve the user marks without the presence of the instructionalstrokes. Thus, memory device may further comprise code for removing theinstructional stroke from the display screen while the user markremains. The user may also receive a score based on the amount of timespent drawing within a boundary region.

In a second embodiment of the present invention, an interactive learningapparatus is provided comprising (a) a housing, (b) a processor unit inthe housing, (c) a display screen coupled to the processor unit, (e) aposition sensing layer associated with the display screen, wherein theposition sensing layer comprises a touch panel having discrete touchpoints, and (f) a memory unit coupled to the processor unit, wherein thememory unit comprises (i) code for displaying an instructional stroke onthe display screen, wherein the instructional stroke intersects at leasta portion of the touch points, (ii) code for displaying a starting pointfor drawing the instructional stroke on the display screen, and (iii)code for displaying a user mark on the display screen drawn by a userwith the stylus using the starting point as a reference point.

Again, the instructional strokes typically form at least a portion of aletter of an alphabet. However it may be appreciated that theinstructional stroke may form other images, such as numbers, symbols,figures, etc. In some embodiments, the instructional stroke is a firstinstructional stroke, the starting point is a first starting point, andthe user mark is a first user mark. In such embodiments, the memory unitmay further comprise (iv) code for displaying a second starting pointfor drawing a second instructional stroke on the display screen and (v)code for displaying a second user mark drawn by the user using thesecond starting point as a reference point for drawing the second usermark.

In preferred embodiments, the memory unit further comprises code forscoring the accuracy of the drawing of the user mark in relation to theinstructional stroke. Scoring may be achieved with the use of the touchpoints. For example, scoring may comprise determining the amount oftouch points intersected by the user mark which are included in the atleast a portion of the touch points intersected by the instructionalstroke. Alternatively or in addition, scoring may comprise determiningthe amount of touch points intersected by the user mark which are notincluded in the at least a portion of the touch points intersected bythe instructional stroke. In any case, the user may receive a score thatreflects the accuracy of the user mark in following the guide of theinstructional stroke. When the apparatus further comprises an audiooutput device coupled to the processor unit, the memory unit may includecode for providing an audio output from the audio output deviceindicating the accuracy to the user. In some embodiments, scoring may bestored and accumulated. Thus, the user may receive an audio outputindicating an accumulated score or accuracy over time.

In some embodiments, the memory unit further comprises code fordetermining the distance between one of the at least a portion of thetouch points and a corresponding point on the user mark. In theseembodiments, the memory unit may further comprise code for prompting theuser to draw the user mark again or to draw a different user markdepending on the determined distance between the one of the at least aportion of the touch points and the corresponding point on the usermark. And, finally, in some embodiments, the memory unit furthercomprises code for improving line quality of the user mark.

In a third embodiment of the present invention, an interactive learningapparatus is provided comprising (a) housing, (b) a processor unit inthe housing, (c) an audio output device coupled to the processor unit,(d) an erasable display medium coupled to the housing, wherein theerasable display forms a display region, (e) an array of illuminationsources in the display region, (f) a memory unit coupled to theprocessor unit, wherein the memory unit comprises code for illuminatinga predetermined number of illumination sources in the array ofillumination sources to display an image, and (g) a stylus for drawingon the erasable display to attempt to reproduce the displayed image.

The illumination sources are typically exposed through small holes inthe erasable display medium. In preferred embodiments, the erasabledisplay medium comprises a magnetic erasable display medium, and thestylus includes a magnetic tip. Thus, the erasable display mediumincludes magnetic particles that are attracted to the magnetic tip whilethe user writes. The magnetic particles remain in their attractedposition, creating a user mark on the screen. Typically, the apparatusfurther comprises an erase lever that can be actuated to erase theerasable display medium.

In addition, methods are provided for using the learning apparatuses.For example, one method includes providing a learning apparatus of thefirst embodiment, viewing the instructional stroke displayed on thedisplay screen, viewing the starting point associated with theinstructional stroke displayed on the display screen, and drawing theuser mark on the display screen with the stylus using the starting pointas a reference point.

In embodiments where the memory device comprises code for at least oneoutput, the method may further comprise receiving an output regardingthe accuracy of drawing the user mark in relation to the instructionalstroke. For example, the output may comprise a supportive phrase or acoaching phrase. Or, the method may further comprise receiving an outputregarding stroke direction of drawing the user mark in relation to theinstructional stroke. Or, the method may further comprise receiving anoutput regarding completion of drawing the user mark in relation to theinstructional stroke.

Another method includes providing a learning apparatus of the secondembodiment, viewing the instructional stroke displayed on the displayscreen, viewing the starting point for drawing the instructional strokedisplayed on the display screen, and drawing the user mark on thedisplay screen with the stylus using the starting point as a referencepoint. When the instructional stroke is a first instructional stroke,the starting point is a first starting point, and the user mark is afirst user mark and the memory unit further comprises (iv) code fordisplaying a second starting point for drawing a second instructionalstroke on the display screen and (v) code for displaying a second usermark drawn by the user using the second starting point as a referencepoint for drawing the second user mark, the method further comprisesviewing the starting point for drawing the second instructional strokedisplayed on the display screen, and drawing the second user mark on thedisplay screen with the stylus using the starting point as a referencepoint.

In some embodiments, when the memory unit further comprises code forscoring the accuracy of the drawing of the user mark in relation to theinstructional stroke, the method may further comprise receiving anoutput regarding the accuracy of drawing the user mark in relation tothe instructional stroke based on the scoring.

Another method includes providing a learning apparatus of the thirdembodiment, viewing the illuminated predetermined number of illuminationsources, and drawing on the erasable display with the stylus to attemptto reproduce the displayed image. When the erasable display mediumcomprises a magnetic erasable display medium and the stylus includes amagnetic tip, the method further includes drawing by attracting magneticparticles in the magnetic erasable display medium with the magnetic tip.Typically, the methods further include actuating an erase lever to erasethe erasable display medium.

Other objects and advantages of the present invention will becomeapparent from the detailed description to follow, together with theaccompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 shows a perspective view of an electronic position locationsystem embodiment of the interactive learning apparatus of the presentinvention.

FIG. 2 is a schematic block diagram illustrating various internalcomponents of the apparatus included in one embodiment of the presentinvention.

FIG. 3 is a schematic block diagram further illustrating the memoryaccess component included in one embodiment of the present invention.

FIG. 4 is a schematic block diagram further illustrated the randomaccess memory component included in one embodiment of the presentinvention.

FIG. 5 is a schematic block diagram further illustrating the buttons andswitches component and the LCD component included in one embodiment ofthe present invention.

FIGS. 6A-6G illustrate steps of an educational exercise provided by anelectronic position location system embodiment.

FIGS. 7A-7B illustrate the use of boundary regions surroundinginstructional strokes.

FIG. 7C illustrates instructional strokes in the form of a non-line.

FIGS. 8A-8B illustrate views of a position sensing layer embodiment ofthe interactive learning apparatus of the present invention.

FIGS. 8C-8J illustrate another position sensing layer embodiment of theinteractive learning apparatus of the present invention.

FIG. 9 is a schematic block diagram illustrating various internalcomponents of the apparatus included in one position sensing layerembodiment of the present invention.

FIGS. 10A-10F illustrate an embodiment of an educational exerciseprovided by a position sensing layer embodiment.

FIGS. 11A-11D illustrate another embodiment of an educational exerciseprovided by a position sensing layer embodiment.

FIGS. 12A-12B illustrates a perspective view an erasable magneticdisplay medium with illumination embodiment of the interactive learningapparatus of the present invention.

FIG. 13 is a schematic block diagram illustrating various internalcomponents of the apparatus included in one erasable magnetic displaymedium with illumination embodiment of the present invention.

FIG. 14 illustrates an erasable display having matrix of holes throughwhich light from illumination sources may be seen when illuminated.

FIG. 15 illustrates illumination sources indicating a firstinstructional stroke.

FIG. 16 provides a cross-sectional view of the embodiment of theapparatus illustrated in FIG. 15.

FIG. 17 illustrates the user following an instructional stroke with astylus creating a user mark.

FIG. 18 illustrates a magnetic tip of a stylus.

FIG. 19 illustrates magnetic particles forming a user mark.

FIG. 20 illustrates illumination sources illuminating a secondinstructional stroke.

FIG. 21 illustrating actuating an erase lever to erase the erasabledisplay medium.

DETAILED DESCRIPTION OF THE INVENTION

Three main types of learning apparatuses of the present invention aredescribed herein. These types include Electronic Position LocationSystem Embodiments, Position Sensing Layer Embodiments, and ErasableMagnetic Display Medium with Illumination Embodiments. It may beappreciated that the following detailed description illustrates thesetypes by way of example, not by way of limitation of the principles ofthe invention.

Electronic Position Location System Embodiments

FIG. 1 shows a perspective view of an embodiment of the learningapparatus of the present invention in the form of an interactivehandheld apparatus. In this embodiment, the interactive handheldapparatus 100 includes: (a) a housing 102; (b) a display screen 104 onthe housing 102; (c) an electronic position location system, wherein theelectronic position location system includes a processor that is capableof determining a location of a selected region of the display screen104; (d) a stylus 106 for selecting images on the display screen 104;(e) a directional control pad 108 on the housing 102; and (f) a memorydevice comprising computer code for an educational exercise or lesson,wherein the memory device is operatively coupled to the processor. Anaudio output device 110 such as a speaker may also be included and maybe coupled to the processor. Exemplary embodiments of some of thesefeatures are provided in U.S. Provisional Patent Application No.60/512,326 (Attorney Docket Number 020824-004110US), filed Oct. 17,2003, and U.S. patent application Ser. No. 10/775,830 (Attorney DocketNumber 020824-004111US), filed Feb. 9, 2004, both incorporated byreference for all purposes and assigned to the assignee of the presentinvention.

As shown, the housing 102 may be shaped so that it can be held in thehand of a small child. The housing 102 may be made of molded plastic andmay be shaped as a trapezoid. Based on the disclosure and teachingsprovided herein, a person of ordinary skill in the art will appreciatehow to utilize various housing shapes for use in accordance with thepresent invention. A trapezoidal shaped housing is preferred, as it ismore ergonomic than, for example, a rectangle shaped housing.

The display screen 104 may comprise any suitable display device.Suitable display devices include, for example, LEDs (light emittingdiodes), LCDs (liquid crystal displays), etc. Appropriate driverprograms and/or driver chips (e.g., LCD driver chips) can be included inthe apparatus 100 to facilitate the function of the display screen 104.For example, in some embodiments, the display screen 104 may comprise anLCD screen having the following specifications including: a squarescreen size of 2.8″, a resolution of 160×160 pixels with a font size ofabout 7×5 pixels, and base colors based on 12-bit 4-4-4 RGB colors.Backlight for the LCD screen may be generated by using white LEDs with adiffuser. Contrast can be optimized and made adjustable by a user of theapparatus 100 via use of a potentiometer control. In addition, there aretwo (2) brightness levels or settings for the LCD screen—a low settingoptimized for outdoor use and a high setting for internal and low lightenvironment.

In one embodiment, the display screen 104 is used to display images thatare rendered using a vector graphics engine, such as, the MacromediaFlash5™ vector graphics rendering engine. Techniques for providingimproved vector graphics are described in co-pending, co-owned U.S.Provisional Patent Application No. 60/512,339, entitled “METHOD ANDSYSTEM FOR PROVIDING EDGE SMOOTHING,” filed on Oct. 17, 2003, thedisclosure of which is incorporated by reference in its entirety for allpurposes.

Images that are formed using vector-graphics processes are preferredover bit-mapped images, which are used in some conventional gamingdevices. A vector-graphics based image is stored in a file as a displaylist that describes in mathematical terms every shape, or object in theimage along with its location and properties such as line width and fill(the color pattern that fills a shape). Moving images based onvector-graphics are generally smoother than corresponding bit-mappedimages. This is desirable for providing animation that will entertainand engage a child. In some embodiments, the apparatus can play videosfor a child (where the child is a passive observer rather than an activegame player) in addition to providing interactive educational programsfor children. Images formed using vector-graphics processes also take upless memory than bitmapped images so that many games can be stored in amemory device.

Referring again to FIG. 1, the display screen 104 also has touch-screencapability. In one embodiment, the touch-screen capability is adjustedfor stylus sensitivity which allows movement of the stylus 106 on thedisplay screen 104 to be detected. To provide for touch-screencapability, a 1K or 2K EEPROM is included in the housing 102 for storingcalibration data. Furthermore, the display screen 104 can be made ofplastic with an 1.55 mm nominal thickness. Moreover, the LCD screen canfloat on shock absorbers to protect the screen during impact.

The touch-screen capability is achieved via the electronic positionlocation system. The electronic position location system is capable ofdetermining a location of a selected region of the display screen 104. Acommercially available electronic position location system like the onesthat are used in many commercially available personal digital assistantsmay be used. An exemplary system may comprise a glass or plastic platewith a metallic coating facing a metallic coating on an underside of alayer of Mylar™ above the glass or plastic plate. Pressing the screenwith the stylus 106 brings the plate and the Mylar™ layer in contactwith each other so that an electrical current flows through them. Bymeasuring the electrical current from two sides of the display screen104, a computer program then determines the vertical and horizontalposition of the stylus 106. By sampling contact locations at apredetermined rate, such as, 100 times a second or faster, the displayscreen 104 can detect the position of the stylus 106. In other examples,there can be a grid of wires under the display screen 104 that can beactivated after interaction with the stylus 106. The x-y position can bedetermined with a processor inside the apparatus 100.

The stylus 106 may or may not comprise an electrical conductor, and mayor may not be tethered to the housing 102 via a cord 112. In someembodiments, the stylus 106 includes a light and is made of atranslucent or transparent material and may be tethered to the housing102 via the cord 112. The light in the stylus 106 may be an LED. As willbe further described below, the light in the stylus 106 may illuminateor flash during operation of the apparatus 100, such as, when anexercise is being performed, to provide indications that the stylus 106can be used to perform a particular function. The illuminated orflashing light represents directions that are easy to follow by a user,especially, a child. In other embodiments, a light can also oralternatively be included near or behind the cord exit 114 in thehousing 102 or in the cord 112. Similarly, the light may illuminate orflash during operation of the apparatus 100.

A variety of input devices, in addition to the stylus 106, may be usedby the user to interact with the apparatus 100. In addition, adirectional control pad 108 can be included in the apparatus 100. Thepad 108 can be depressed to move a cursor up, down, to the left, to theright or to other predetermined directions. Further, as shown in FIG. 1,a “hint” button 118 may be provided to give the user a hint on how toproceed in an exercise provided by the apparatus 100. Hints can beprovided directly to the user upon activation of the “hint” button 118.

A “home” button 120 may be provided to the user back to home state. Forexample, the “home” button 120 can bring the user back to the beginningof an exercise. Also, a “pause” button 122 may be provided to allow theuser to pause operation of the apparatus 100. For example, the “pause”button 122 may be used by the user to pause an exercise in mid-progress.

The apparatus 100 may include a memory device comprising computer codefor an educational exercise and/or for storing computer code thatrelates to the operation of the apparatus 100. Based on the disclosureand teaching provided herein, various educational exercises and/or gamescan be played using the apparatus 100. The educational programs andother functions described in this application can be programmed by thoseof ordinary skill in the art using any suitable programming languageincluding C, C++, etc.

The memory device may be any suitable temporary or permanent informationstorage device. For example, the memory device may include one or moreof optical, magnetic, or electronic storage media such as optical ormagnetic disks, tapes, sticks, and the like. Storage devices such asthese may be used alone or in combination to make up the memory device.Any suitable number of RAM (random access memory), ROM (read onlymemory) and EPROM (erasable programmable memory) chips may also beincluded in the memory device. In some embodiments, the ROM can includea memory storage capacity of about 2 MB (megabytes) or more, althoughthe storage capacity is likely to change as data storage technologyimproves. The memory device may be internal and/or external to thehousing of the apparatus 100.

Furthermore, the memory device may be or include a cartridge (e.g., in aflash data cartridge), a disk, a tape, or a memory stick. Cartridges areespecially desirable since they can be easily manipulated and handled bychildren. Any suitable amount of storage space may be provided on thememory device. Preferably, the capacity of the memory device is at leastabout 1 megabyte (e.g., 4 megabytes or more). Storage capacity canincrease as storage technology improves.

In one embodiment, as shown in FIG. 1, a cartridge 123 can be receivedby an opening in the housing 102. The opening includes appropriatecircuitry that allows data from the cartridge to be read. The use ofcartridges provides interchangeability.

Any suitable power source may be used. For example, rechargeable ornon-rechargeable batteries can be used with the apparatus 100. A batterypack that can use rechargeable batteries that is suitable for use in theapparatus 100 is described in U.S. patent application Ser. Nos.10/697,074, filed on Oct. 22, 2003, and 60/506,254, filed on Sep. 26,2004, which are herein incorporated by reference in their entirety.

FIG. 2 is a schematic block diagram illustrating the various internalcomponents of the apparatus 100 according to one embodiment of thepresent invention. As shown in FIG. 2, the apparatus 100 includes anapplication-specific integrated circuit (ASIC) 140. The ASIC 140 furtherincludes a microprocessor and other internal circuitry. The ASIC 140controls the operations of the apparatus 140 and manages interactionsamongst various components including a memory access component 142, acartridge connector 144, a random access memory component 146, a buttonsand switches component 148, an LCD component 150, and power supplycircuits 152. Additional schematic block diagrams showing the variouscomponents will be provided below.

FIG. 3 is a schematic block diagram further illustrating the memoryaccess component 142 according to one embodiment of the presentinvention. The memory access 142 further includes a FLASH integratedcircuit 160. The FLASH integrated circuit 160 is used to store the bootcode for the apparatus 100. The boot code is used to initiate operationsof the apparatus 100.

FIG. 4 is a schematic block diagram further illustrating the randomaccess memory component 146 according to one embodiment of the presentinvention. In one embodiment, the random access memory component 146includes a SDRAM 162. The SDRAM 162 is used to provide temporary storagefor executable code during operations of the apparatus 100.

FIG. 5 is a schematic block diagram further illustrating the buttons andswitches component 148 and the LCD component 150 according to oneembodiment of the present invention. In one embodiment, two sets ofcontrol signals are provided by the ASIC 140 to control two groups ofbuttons 170 and 172. Circuitry for the two groups of buttons 172 and 170respectively and schematic block diagrams further illustrating some ofthe power supply circuits controlled by the ASIC 140 are provided inU.S. patent application Ser. No. 10/775,830 (Attorney Docket Number020824-004111US), filed Feb. 9, 2004, incorporated by reference for allpurposes.

As previously mentioned, embodiments of the interactive handheldapparatus 100 include a memory device comprising computer code for aneducational exercise. In preferred embodiments, the educational exerciseincludes instruction in writing, such as learning how to write lettersof an alphabet. FIGS. 6A-6G illustrate steps of an educational exerciseregarding writing the letter A. In these figures, the apparatus 100 hasbeen simplified to illustrate the display screen 104, housing 102 andstylus 106 attached thereto by a cord 112. It may be appreciated thatthe housing 102 has been minimized for clarity of illustration.

The user will typically access the educational exercise by navigatingthrough a series of menu screens. From a “Main Menu”, the user mayselect a “Lessons Menu” and therein select a “Letters & Numbers”submenu. The user may then choose from “Capital Letters”, “Lower CaseLetters” and “Numbers”. For instruction in writing the letter A,“Capital Letters” is selected with the use of the stylus 106. In thelesson, the user is taught how to draw each of the letters of thealphabet, typically by an animated character, such as an animatedpencil. The animated pencil will draw each stroke to form the letter onthe screen 104 while giving step by step instructions related to eachstroke via the audio output. Each lesson with be approximately 5 stepslong, however any number of steps may be used depending on the shape ofthe letter, etc. The user is then instructed to trace or draw on top ofthe existing stroke marks made by the animated pencil while receivingauditory feedback.

For example, FIG. 6A illustrates the appearance of a start marker 48, inthe form of a flashing dot, on the screen 104 and an animated pencil 50drawing a first instructional stroke 52, wherein the first instructionalstroke 52 starts at the start marker 48 and continues in a slanteddirection to form a left side of the letter A. FIG. 6B illustrates theanimated pencil 50 drawing a second instructional stroke 54, wherein thesecond instructional stroke 54 starts at the start marker 48 andcontinues in a slanted direction to form a right side of the letter A.FIG. 6C illustrates the appearance of the start marker 48 at a newlocation on the screen 104, the animated pencil 50 drawing a thirdinstructional stroke 56 wherein the third instructional stroke 56 startsat the start marker 48 and continues in a horizontal direction to form acrossbar of the letter A. It may be appreciated that the first, secondand third instructional strokes 52, 54, 56 may be drawn on the screen104 without the presence of an animated character, may initially appearas complete lines rather than mimicking the drawing of each line, or mayinitially appear together to show the entirely formed letter. Further,it may be appreciated that the instructional strokes 52, 54, 56 may haveany line thickness, quality (such as dashed or dotted) or color (such asgrey).

Once the instructional strokes 52, 54, 56 have been drawn by theanimated pencil, the user is prompted to trace the strokes 52, 54, 56.Typically, as shown in FIG. 6D, the letter, in this case the letter A,is shown in its entirety and the user is provided with a start marker 48and stroke direction arrows 58 for guidance. The user then traces theinstructional strokes 52, 54, 56 with the stylus 106, as shown in FIGS.6E-6F. Referring to FIG. 6E, as the stylus 106 traces the firstinstructional stroke 52, a first user mark 62 is drawn on top of thefirst instructional stroke 52. The user mark may have any linethickness, quality or color and typically differs from the instructionalstroke so that it may be visually differentiated. FIG. 6F illustrates asecond user mark 64 drawn on top of the second instructional stroke 54wherein the second user mark 64 slightly mistraces the secondinstructional stroke 54 leaving portions of the second instructionalstroke 54 visible. This allows the user to visibly judge their tracingand letter writing ability. Once the user has completed the tracingsteps, the instructional strokes 52, 54, 56 may be removed and the usermarks 62, 64, 66 remain, as illustrated in FIG. 6G. This also allows theuser to visibly judge their letter writing ability and to visualizetheir letter without the instructional strokes.

Throughout the lesson, the user may receive feedback, typically auditoryfeedback via the audio output device 110. For example, the animatedpencil 50 may comment on stroke accuracy, stroke direction, orcompletion of line. For example, if the user is successfully tracing theinstructional stroke, the user may hear a supportive phrase such as“That was great!”, “Good job!”, “Wow!”, or “Terrific!”, to name a few.If the user begins to draw a user mark which strays from theinstructional stroke, the user may hear a coaching phrase such as “UhOh! Try Again!”, “Whoops!”, or “Let's see if you can get a little closerto mine”, to name a few.

Minimal straying from the instructional stroke may be permissible,however once the user mark strays outside of a boundary region 70, asillustrated in FIGS. 7A-7B, the user may receive feedback to assist theuser to improve accuracy. FIG. 7A illustrates the letter C, formed froman instructional stroke 72, on the display screen 104. The instructionalstroke 72 includes a starter marker 48 and stroke direction arrows 58.In addition, a boundary region 70 is shown surrounding the instructionalstroke 72. Referring to FIG. 7B, when the user draws a portion of theuser mark 74′ within the boundary region 70, the user hears a supportivephrase, and when the user draws another portion of the user mark 74″outside of the boundary region 70, the user hears a coaching phrase. Theboundary region 70 is not visible to the user on the display screen 104.Rather, the boundary region 70 simply delineates specific areas or x-ylocations on the display screen 104 that provide different audio outputswhen contacted with the stylus 106. This can be achieved by a computerprogram or processor. It may also be appreciated that feedback otherthan supportive or coaching phrases may be provided, such as other audioand/or visual feedback. Or, if the user draws substantially outside ofthe boundary region 70, such as drawing a horizontal line rather than aC shape, the user mark may be automatically erased and the user asked totry again. If the user does not provide a user mark that is within theboundary region 70 after a predetermined number of attempts, such as twoattempts, the user may again be provided with the instructional stroke72 on the display screen 104 to refresh the user's memory of how to drawthe letter. This advantageously causes the user to repeat strokes thatthe user may not have mastered.

The animated pencil 50 may also comment on stroke direction and/orcompletion of line. For example, if the user traces an instructionalstroke in a wrong direction, the a corrective phrase such as “Oops, youwent the wrong way!”, “Try going in the same direction I did!”, “Thatwas backwards!”, or “Nice one but start at the red dot next time!”, toname a few. If the user begins to draw a user mark but does not followthe instructional stroke to its end, the user may hear a coaching phrasesuch as “Oops! You didn't quite finish the line!”, “Try drawing theWHOLE line!”, or “Hey that line looks a little short!”, to name a few.The apparatus 100 is able to determine the direction of the user marksand the completion of lines by determining the x-y location of thestylus 106 at any time and correlating this information with the use ofa computer program or processor.

Alternatively, the user may receive other forms of feedback throughoutthe lesson. For example, if the user mark strays outside of a boundaryregion 70 the user mark may be erased, deleted or disappear from thedisplay screen 104. This type of visual feedback alerts the user thatthe user mark was incorrect or did not sufficiently trace theinstructional stroke. Other types of feedback may also be presented tothe user throughout the lesson.

Embodiments of the invention provide for a number of advantages. Asnoted above, the user can receive both audio and visual feedback on hows/he can write letters. The visual feedback allows a user to see howmuch more that user needs to improve in his or her writing.

In the embodiments that are described above (and below), instead ofsolid lines, the instructional strokes may alternatively be in otherforms such as dashed lines, dots, etc. In some embodiments, theinstructional strokes relate to a particular “theme” of a particularpiece of software. This encourages children to write in a funenvironment and encourages learning. For example, as shown in FIG. 7C,instructional strokes may be in the form of footprints 1000, and thesefootprints 1000 can be used to form letters, numbers, and shapes, toname a few. In an illustrative embodiment, the software theme may relateto Cinderella and a Prince. The screen 104 shows footprints 1000 beingdrawn on the screen instead of the solid lines of the instructionalstrokes shown in FIGS. 6A-6D. The instructional stroke may include agreen footprint 1002 at the start point of a stroke and a red footprint1004 at an end point of the stroke. Thus, the user may be instructed to“Start at the green footprints, and then make a line to the readfootprints.” As the user traces over the footprints 1000, they light up.Once a letter or shape is completely formed, it is lit up and identifiedby name (e.g., “You've drawn, the letter C”). Of course, other themescan be provided instead of a Cinderella theme. For example, there can bea dinosaur theme with dinosaur tracks being instructional strokes, therecan be a train theme with train cars representing the instructionalstrokes, etc. Thus, in embodiments of the invention, images of non-line,ordinary objects (e.g., cars, trains, boats, footprints, etc.) thatcorrespond to theme unrelated to writing can be used as instructionalstrokes to teach a child how to write. Unlike traditional writingsoftware, the instructional marks showing a child how to write can beput in an environment that is fun and is not strictly “learning”. Thisencourages learning.

Position Sensing Layer Embodiments

FIG. 8A shows a perspective view of an embodiment of the presentinvention in the form of an interactive learning apparatus 160. Theinteractive learning apparatus 160 teaches the user the basics ofwriting letters of an alphabet by showing the user the stroke order ofeach letter on screen 162, such as an LCD (liquid crystal display)screen. A touch panel 164 (substantially transparent) is positioned ontop of the LCD screen wherein the touch panel 164 includes a touch pointmatrix, such as a 48×54 grid of touch points. The letter (in thisexample, letter A) is positioned such that individual strokes of theletter coincide with touch points of the touch point matrix. The userthen makes the stroke marks of the letter on the touch panel 164 withthe stylus 170. As the user makes the stroke marks, a segment on thescreen appears mimicking the appearance of drawing a line on the screen.In addition, individual touch points are activated by the stylus 170.The touch points are used to grade or score the accuracy of the letterformation. The more touch points that coincide with the letter areactivated, the higher the accuracy of the letter form and thus thehigher the score. If touch points are activated that do not coincidewith the letter, the user had less accuracy in following the letter formand the score is lowered.

The apparatus 160 includes a housing 172 which may have any suitableshape but preferably generally rectangular with a carrying handle 182 ontop. The apparatus 160 is typically sized to be portable and allow playon a user's lap or on a table top. Surfaces of the housing 172 areavailable on either side of the screen 162 for the user to rest theirhand when writing, accommodating a left-handed or right-handed user. Thedisplay screen 162 may be comprised of an LCD screen, while the positionsensing layer may include one or more sublayers that provide positionsensing capability. Such position sensing ability is provided in manytouchscreen/LCD combinations that are known in the art (e.g., U.S. Pat.No. 5,633,660 and commercially available handheld computers such as PalmPilot™). The screen may have any suitable size, such as a width of 2.25inches and a height of 2 inches and the touch panel 164 covering thescreen may have the same size. Screen resolution may be 32×28 pixels.The stylus 170 is positioned in the base/center of the apparatus 160 andconnected to the housing 172 by a cord 174. In addition, the apparatus160 includes a keypad 176 comprised of a variety of buttons 178, whereineach button 178 represents a letter of an alphabet. Each button 178 isactivated by touch. To choose a letter to practice writing, user pressesthe button 178 corresponding to the letter of choice. The user mayselect the uppercase or lowercase version of the letter by manipulatinga case selector 186. FIG. 8B provides a side perspective view of theembodiment of FIG. 8A.

FIGS. 8C-8J illustrate a similar embodiment of the apparatus 160. FIG.8C provides a front view of the housing 172 having a carrying handle182, wherein the carrying handle 182 includes a textured portion 184 toimprove gripping. The apparatus 160 includes a display screen 162 havinga touch panel 164 positioned over the screen 162. The apparatus 160further includes a keypad 176 and a stylus 170 positioned in thebase/center of the apparatus 160 which is connected to the housing 172by a cord 174. In addition, a speaker 186 is illustrated which providesaudio output from an audio output device. FIG. 8D provides a top view ofthe housing 172 showing the textured portion 184 of the handle 182. FIG.8E provides a bottom view of the housing 172 showing the stylus 170positioned in the base/center of the apparatus 160 connected to thehousing by a cord 174. FIG. 8F provides a right side view of the housing172. And, FIG. 8G provides an illustration of an embodiment of thekeypad 176 having a variety of buttons 178, wherein each button 178represents a letter of an alphabet. FIG. 8H provides a back view of thehousing 172 and FIG. 8I provides a left side view of the housing 172.FIG. 8J illustrates an embodiment of a stylus 170 of the presentinvention connected with a cord 174.

Additional exemplary embodiments of some of these features are providedin U.S. Provisional Patent Application No. 60/510,809 (Attorney DocketNumber 020824-003100US), filed Oct. 10, 2003, incorporated by referencefor all purposes and assigned to the assignee of the present invention.

In preferred embodiments, as illustrated in FIGS. 8A-8J and in FIG. 9,the interactive learning apparatus 160 includes: (a) a housing 172, (b)a processor unit 190 in the housing 172, (c) an audio output device 192coupled to the processor unit 190, (d) a display screen 162 coupled tothe processor unit 190 (e) a position sensing layer 194 (or touch panel)associated with the display screen 162, and (f) a memory unit 196coupled to the processor unit 190, wherein the memory unit 196 comprises(i) code for displaying an image on the display screen 162, (ii) codefor displaying a starting point for drawing at least a portion of theimage on the display screen 162, and (iii) code for displaying a markdrawn by a user using the starting point as a reference point.

As described, the interactive learning apparatus 160 teaches the userthe basics of writing letters of an alphabet by showing the user thestroke order of each letter on the screen 162 and allowing the user tomake the stroke marks of the letter on the touch panel 164 with thestylus 170. FIGS. 10A-10B illustrate an embodiment of this exercise.FIG. 10A illustrates a screen 162 overlayed with a touch panel comprisedof touch points 168. An image 201, in this example the letter B, isdisplayed on the screen and the user may hear an audio output such as“Letter B says B and buh! Here is the letter B!”. The letter B maysimply appear in its entirety on the screen or the stroke marks mayappear to form the letter B. Referring to FIG. 10B, the letter B thenvanishes and a dashed line 200 appears representing a first stroke todraw the letter B. In addition, a reference marker 204 (such as ablinking square) appears as a starting point to indicate to the userwhere to begin drawing the first stroke. The user may then hearinstructional audio output such as “Draw a big line straight downstarting at the blinking dot”. FIG. 10C illustrates drawing a first usermark 202 along the dashed line 200 with the stylus 170. As the userdraws the first user mark 202, the stylus 170 passes over a portion ofthe touch points 168. If the user correctly follows the dashed line 200,the correct touch points 168 (or grading points) will be touched withthe stylus 170. The correct touch points will be tallied and used in thegrading process. The reference marker 204 may then appear at the end ofthe dashed line 200, as shown, to indicate the ending point for drawingthe stroke mark. It may be appreciated that the reference marker 204 may“move around” to indicate different starting and ending points, ormultiple reference markers 204 may be used wherein some indicatestarting points and some indicating ending points. The user may alsohear an audio output such as “Finish your line at the bottom. See theblinking dot”.

FIG. 10D shows the first user mark 202 drawn and a dashed line 200representing a second stroke to draw the letter B. In addition, areference marker 204 is shown to indicate to the user where to begindrawing the second stroke. The user may hear an audio output such as“Good job, now for the next part. Leapfrog back to the starting point.”FIG. 10E illustrates drawing a second user mark 206 along the dashedline 200 with the stylus 170. The reference marker 204 may then appearat the end of the dashed line 200, as shown, to indicate the endingpoint for drawing the stroke mark. The user may hear an audio outputsuch as “Make a curve around to the blinking dot.” As the user draws thesecond user mark 206, the stylus 170 passes over a portion of the touchpoints 168. Here, the user is not correctly following the dashed line200 and incorrect touch points are touched with the stylus 170. Theincorrect touch points will be tallied and used in the grading process.FIG. 10F shows the first user mark 202 and second user mark 206 drawnand a dashed line 200 representing a third stroke to draw the letter B.In addition, a reference marker 204 is shown to indicate to the userwhere to begin drawing the third stroke. The user may hear an audiooutput such as “Now curve around again to the bottom to finish the B!”.The reference marker 204 may then appear at the bottom of the B and theuser may create a third user mark over the dashed line 200. It may beappreciated that songs, poems or other audio outputs may be used tocoach or provide instruction to the user.

As mentioned, the touch points 168 are used to grade or score theaccuracy of the user in drawing the letter. For example, the number ofcorrect touch points and incorrect touch points that were touched by thestylus 170 may be tallied and used to generate a score. Typically, thehigher the score the more accurately the user drew the letter. The usermay also be scored on individual portions of the image. For example, ifthe user scored better on the curved portions than the straight portion,the user may hear an audio output such as “Good practice! Great curve!Let's try again!”. A variety of other audio outputs may also be heardindicating the accuracy to the user.

FIGS. 11A-11D illustrate an embodiment of another letter writingexercise. FIG. 11A illustrates a screen 162 overlayed with a touch panelcomprised of five touch points 168. An image 201, in this example theletter B, is displayed on the screen 162 coincident with the touchpoints 168 and the user may hear an audio output such as “Letter B saysB and buh! Here is the letter B!”. The letter B may simply appear in itsentirety on the screen or the stroke marks may appear to form the letterB. In addition, a reference image 203 is shown in a corner of the screen162. Referring to FIG. 11B, the image 201 then vanishes while thereference image 203 remains. Alternatively, the reference image 203 mayalso vanish and then reappear by redrawing itself. In this case, theuser may hear an audio output such as “Watch the letter as it is drawn,then draw your own.”

A reference marker 204 (such as a blinking square) appears as a startingpoint to indicate to the user where to begin drawing the first stroke.The user may then hear instructional audio output such as “Draw a bigline straight down starting at the blinking dot”. FIG. 11C illustratesdrawing a first user mark 202 and second user mark 206 with the stylus170. As shown, as the user draws the first user mark 202, the stylus 170passes over the three touch points 168 aligned with the first user mark202. However, as the user draws the second user mark 206, the usermisses a touch point 168. FIG. 11D shows the user drawing a third usermark 208 passing over the last of the five touch points 168. Since theuser only touched 4 out of the five touch points 168, the user willreceive a reduced score.

In some embodiments, the user marks will be enhanced by a techniqueknown as Gracious Writing. Gracious Writing improves line quality ofuser marks when the touch panel 164/screen 162 does not have enoughgranularity for optimal implementation. In these instances, the usermarks may have a jagged appearance even if the user made smooth lines.Each user mark is made up of pixels on the screen. In addition, thecorrect path for drawing the stroke marks on the screen is mapped out bythe “correct” touch points 168. As the user marks are drawn, the pixelsof the user mark “lean” toward the correct path as indicated by thecorrect touch points 168. Leaning of the pixels is achieved by softwareassociated with the touch points 168. Thus, the Gracious Writing featureleaves the user with a better feeling without actually changing theuser's input.

Another letter writing exercise is actuated by selecting a Write Lettermode. The user then hears an audio output such as “Let's write! Press aletter or a number!” The user may then select a letter by pressing abutton 178 on the keypad 176. If an uppercase switch is on, then theletter will be uppercase. If a lowercase switch is on, the letter willbe lowercase. The user may then hear an audio output such as “Letter Asays A and ah, as in apple! Here's how you write the(uppercase/lowercase) letter A!”. An image of the letter is then shownon the screen 162, typically animated to show the individual strokemarks. Music may be hear while the image is appearing on the screen 162;optionally the music may go up a scale as the stroke marks go up and godown a scale as the stroke marks go down. The user may the hear an audiooutput such as “Now it's your turn! Draw along with me!”. The image maythen flash on the screen 162 and then vanish. The user may then drawuser marks on the screen to recreate the image/draw the letter A. Aftera time delay, the user may hear an audio output such as “That's theletter A! Great job! Time to erase!”. Alternatively, the drawn usermarks may morph into the image of the letter, and optionally the lettermay animate, such as dance around. The user may then be prompted toselect another letter from the keypad 176.

Erasable Magnetic Display Medium with Illumination Embodiments

FIG. 12A shows a perspective view of an embodiment of the presentinvention in the form of an interactive learning apparatus 220 having anerasable magnetic display medium with illumination. The interactivelearning apparatus 220 teaches the user the basics of writing letters ofan alphabet by showing the user the stroke order of each letter on anerasable display 222, such as a magnetic drawing board, with the use ofillumination. The display 222 is positioned on top of a matrix ofillumination sources 224, such as LEDs. Small holes in the display 222allow light from the illumination sources 224 to shine through thedisplay 222. The stroke marks used to create the letter (in thisexample, letter A) are animated by the illumination sources 224. Theuser is then able to draw directly over the holes with a stylus 226while following the animated illumination sources 224 making the strokemarks of the letter on the display 222. The stylus 226 has a magnetictip 228 so that as the user makes the stroke marks, magnetic materialwithin the display 222 is drawn toward the magnetic tip 228 and remainsin place mimicking the appearance of drawing a line on the display 222.

The apparatus 220 includes a housing 230 which may have any suitableshape but preferably generally rectangular with a carrying handle 232 ontop. The apparatus 160 is typically sized to be portable and allow playon a user's lap or on a table top. Surfaces of the housing 230 areavailable on either side of the erasable display 222 for the user torest their hand when writing, accommodating a left-handed orright-handed user. The display 222 may have any suitable size, such as awidth of 3 inches and a height of 1.5-2 inches and the matrix ofillumination sources 224 may be 5×7 (5 across by 7 high). Generally, thematrix of illumination sources 224 form upper and lower case letters nomore than 1 inch high.

The stylus 226 is positioned in the base/center of the apparatus 220 andconnected to the housing 230 by a cord 234. In addition, the apparatus220 includes a keypad 236 comprised of a variety of buttons 238, whereineach button 238 represents a letter of an alphabet. Each button 238 isactivated by touch. To choose a letter to practice writing, the userpresses the button 238 corresponding to the letter of choice. The usermay select the uppercase or lowercase version of the letter bymanipulating a case selector 240. Volume may be controlled by a volumecontrol 242; in this embodiment, a three position (low, medium, high)switch on the front face of the housing 230. In addition, the apparatus220 may include a cover 244. The cover 224 may be closed, as shown inFIG. 12B, to cover the keypad 236 and display 222. Or, the cover 224 maybe opened, as shown in FIG. 12A, revealing a reference alphabet that theuser may view as a reminder as to the shape of various uppercase andlowercase letters of the alphabet.

In preferred embodiments, as illustrated in FIGS. 12A-12B and in FIG.13, the interactive learning apparatus 220 includes (a) a housing 230,(b) a processor unit 246 in the housing 230, (c) an audio output device248 coupled to the processor unit 246, (d) an erasable display 222coupled to the housing 230, wherein the erasable display 222 forms adisplay region, (e) an array of illumination sources 224 in the displayregion; and (f) a memory unit 250 coupled to the processor unit 246,wherein the memory unit 250 comprises (i) code for illuminating apredetermined number of illumination sources 224 in the array ofillumination sources to display an image, and (ii) code for allowing auser to draw on the erasable display 222 to attempt to reproduce thedisplayed image.

As described, the interactive learning apparatus 220 teaches the userthe basics of writing letters of an alphabet by showing the user thestroke order of each letter on the display 222 and allowing the user tomake the stroke marks of the letter on the display 222 with the stylus226. FIGS. 14-21 illustrate an embodiment of this exercise. FIG. 14illustrates an erasable display 222 having a matrix of holes 260 throughwhich light from illumination sources 224, such as LEDs, may be seenwhen illuminated. In preferred embodiments, the erasable display 222 iscomprised of a magnetrophoretic display panel having a front piece oftransparent or semi-transparent plastic, a middle honeycombed orhexagonal plastic lattice and a back piece of transparent orsemi-transparent plastic. Typically, the walls of the middle,honeycombed lattice are less than 0.02 inches (0.5 mm) thick.

Each cell of the lattice is filled with a thick liquid suspension ordispersion medium filled with tiny magnetic particles. The latticestructure ensures that there is an even distribution of magneticparticles across the display 222. The liquid dispersion medium isdesigned so that the particles can be pulled through the liquid inresponse to magnetic force applied by a magnet, such as the magnetic tip228 of the stylus 226. The particles do not change position, such as byfloating or sinking, due to special properties of the liquid. Inparticular, the liquid is thick enough to prevent the magnetic particlesfrom sinking. Typically, the liquid is comprised of water, glycol ororganic solvent/oil, and the liquid has a particulate thickener, such aswaxes (olefinic polymer, olefinic copolymer, wax, etc.), fatty acidderivatives (fatty acid amide, dextrin fatty acid ester, etc.), or metalsoap, to name a few. The magnetic particles are typically dark, smalland fine (approximately 10 microns). Such particles may be comprised ofany suitable material including magnetic oxides (such as blackmagnetite, gamma-hematite, chromium oxide, or ferrite) and/or magneticalloys (such as iron, cobalt or nickel). Example magnetrophoreticdisplay panels include Magna Doodle™ and Doodle Pro™ (manufactured byFisher-Price®).

FIG. 14 also illustrates an erase lever or a magnetic bar 262 having amagnetic bar handle 268. The magnetic bar 262 is positioned beneath thedisplay 222 and is moveable back and forth across the display 222 (asindicated by arrow 270) by the handle 264. As the bar 262 moves beneaththe display 222, the magnetic particles in the liquid are pulled throughthe liquid in response to magnetic force applied by a magnetic bar 262.Thus, the magnetic particles are pulled away from the front of thedisplay 222 and are no longer visible. This “erases” the display 222.FIG. 14 also illustrates a stylus 226 attached to the apparatus 220 by acord 234.

The apparatus 220 includes a variety of modes of play which areselectable by a mode selector switch. The user may select a “Learn Mode”which teaches the user writing of uppercase and lowercase letters andnumbers 0-9. In the Learn Mode, the user selects a letter by pressingthe button 238 corresponding to the letter of choice (in this example,T) and selects the case by manipulating the case selector 240 (in thisexample, uppercase). The user may hear an audio output such as “Letter Tsays T and ta, as in top! Here's how you write the uppercase letter T!”.Referring to FIG. 15, illumination sources 224 a, 224 b, 224 c thenilluminate and shine through their respective holes 260 in the erasabledisplay 222 to indicate a first instructional stroke 280 in drawing theletter T. The illumination sources 224 a, 224 b, 224 c may illuminateone at a time, such as from left to right, to animate the directionalnature of the stroke 280. The user may hear an audio output such asdrawing music during illumination. In some embodiments, the drawingmusic goes up or down a scale as the illumination sources 224 a, 224 b,224 c are individually illuminated.

FIG. 16 provides a cross-sectional view of the embodiment of theapparatus 220 illustrated in FIG. 15. As shown, the display 222 includesa plurality of holes 260 which pass therethrough. The holes 260 aresealed so that liquid within the display is not able to leak through theholes 260. Likewise, the transparent or semi-transparent surfaces of thedisplay 222 typically cover the holes 260 so that the front surface ofthe display 222 is smooth for writing purposes. Illumination sources 224are disposed beneath the display 222, as shown, and are controlled bythe processor unit 246. FIG. 16 illustrates illumination sources 224 a,224 b, 224 c illuminated to indicate the first instructional stroke 280of the letter T. The apparatus 220 may then continue to illuminateadditional illumination sources to indicate the remaining instructionalstrokes in drawing the letter T.

The user may hear an audio output such as “Now it's your turn! Drawalong with me!”. The letter T may then flash on the display 222 anddisappear. The illumination sources 224 a, 224 b, 224 c may then againilluminate one at a time to animate the directional nature of the firstinstructional stroke 280. The user then follows the stroke 280 with thestylus 226, as shown in FIG. 17, creating a first user mark 282. Asmentioned, the stylus 226 has a magnetic tip 228, as illustrated in FIG.18. Movement of the magnetic tip 228 across the display 222 attractsmagnetic particles 284 as it moves, pulling the magnetic particles 284through liquid 286 within the lattice structure 288 of the display 222.The particles 284 remain near the surface of the display 222, as shownin FIG. 19, forming the first user mark 282.

Referring to FIG. 20, the illumination sources 224 may then againilluminate one at a time to animate the directional nature of a secondinstructional stroke 290. The user then follows the stroke 290 with thestylus 226 creating a second user mark 292. Once the letter T has beendrawn by the user, the user may hear an audio output such as “That's theletter T! Great job!”. After a pause, such as a 2 second pause, the usermay then hear “Time to erase!”. The user may erase the letter with theuse of the magnetic bar 262. FIG. 21 illustrates movement of themagnetic bar 262 across the display 222 by advancing the handle 264 inthe direction of the arrow 270. As the magnetic bar 262 passesunderneath the first and second user marks 282, 292, the magneticparticles 284 are drawn toward the magnetic bar 262, removing the marks282, 292 from the surface of the display 222 thereby erasing the letterT. FIG. 21 illustrates only a portion of the first user mark 282remaining in the area in which the bar 262 has not yet passed.

Once the letter has been erased, the user may then hear an audio outputsuch as “Hit GO to write the same letter. Or turn the wheel to writesomething new! It's up to you!”

Embodiments of the invention also include computer readable media forperforming any of the functions described above. For example,embodiments of the invention include computer readable media includingcomputer code for performing the functions shown in FIG. 6A-6F, 10A-10F,or 11A-11D. The computer readable media may be portable and may be inthe form of disks, tapes, or data cartridges, or could be internal to alarger apparatus.

The terms and expressions which have been employed herein are used asterms of description and not of limitation, and there is no intention inthe use of such terms and expressions of excluding equivalents of thefeatures shown and described, or portions thereof, it being recognizedthat various modifications are possible within the scope of theinvention claimed. Moreover, any one or more features of any embodimentof the invention may be combined with any one or more other features ofany other embodiment of the invention, without departing from the scopeof the invention. Further, although the embodiments of the presentinvention are described and illustrated to teach the basics of writingletters of the alphabet, the embodiments are equally applicable towriting numbers, symbols and other images.

Also, it should be understood that the present invention as describedabove can be implemented in the form of control logic using computersoftware in a modular or integrated manner. Based on the disclosure andteachings provided herein, a person of ordinary skill in the art willknow and appreciate other ways and/or methods to implement the presentinvention using hardware and a combination of hardware and software. Anyof the functions described above may be preprogrammed into a memory unit(or other computer readable medium) according to methods known to thoseof skill in the art using any suitable programming language).

All references, patent applications, and patents mentioned above areherein incorporated by reference in their entirety for all purposes.None of them are admitted to be prior art to the presently claimedinventions.

1.-50. (canceled)
 51. An interactive learning apparatus comprising: (a) a housing; (b) a display screen on the housing; (c) an electronic position location system, wherein the electronic position location system includes a processor that is capable of determining a location of a selected region of the display screen; (d) a stylus for selecting regions on the display screen; and (e) a memory device operatively coupled to the processor, the memory device comprising (i) code for displaying an instructional stroke on the display screen surrounded by a boundary region, (ii) code for displaying a user mark over the instructional stroke on the display screen drawn by a user with the stylus, and (iii) code for providing feedback to the user regarding a location of the user mark in relation to the boundary region.
 52. The apparatus of claim 51, wherein the instructional stroke forms at least a portion of a letter of the alphabet.
 53. The apparatus of claim 51, further comprising an audio output device coupled to the processor unit and wherein the memory device further comprises code for providing an audio output from the audio output device providing the feedback to the user.
 54. The apparatus as in claim 51, wherein the memory device further comprises code for improving line quality of the user mark.
 55. The apparatus of claim 51, wherein the memory device further comprises code for causing the user mark to change color if the user mark is outside of the boundary region.
 56. The apparatus of claim 51, wherein the memory device further comprises code for causing the user mark to disappear if the user mark is outside of the boundary region.
 57. The apparatus of claim 51, wherein the boundary region is not visible to the user.
 58. An interactive learning apparatus comprising: (a) a housing; (b) a display screen on the housing; (c) an electronic position location system, wherein the electronic position location system includes a processor that is capable of determining a location of a selected region of the display screen; (d) a stylus for selecting regions on the display screen; and (e) a memory device operatively coupled to the processor, the memory device comprising (i) code for providing for touch points corresponding a predetermined image; (ii) code for displaying a user mark on the display screen drawn by a user with the stylus, and (iii) code for providing feedback to the user regarding an accuracy of the user mark in relation to the touch points.
 59. The interactive learning apparatus of claim 58 wherein the memory device further comprises code for providing a higher score to the user if more touch points are activated by the user mark and a lower score if fewer touch points are activated by the user mark.
 60. The interactive learning apparatus of claim 58 wherein the display screen is an LCD screen.
 61. The interactive learning apparatus of claim 58 wherein the memory further comprises code for displaying a starting point for drawing a portion of the image.
 62. The interactive learning apparatus of claim 58 wherein the image is a letter.
 63. The interactive learning apparatus of claim 58 wherein the memory device further comprise code for providing a reference marker to guide the user to correctly draw the predetermined image.
 64. The interactive learning apparatus of claim 58 wherein the reference marker is a blinking dot.
 65. The interactive learning apparatus of claim 58 wherein the memory device further comprises code for providing multiple reference markers to guide the user to correctly draw the predetermined image.
 66. An interactive learning apparatus comprising: (a) a housing; (b) a display screen on the housing; (c) an electronic position location system, wherein the electronic position location system includes a processor that is capable of determining a location of a selected region of the display screen; (d) a stylus for selecting regions on the display screen; and (e) a memory device operatively coupled to the processor, the memory device comprising code for displaying an instructional stroke on the display screen, (ii) code for displaying a user mark on the display screen drawn by a user with the stylus, and (iii) code for informing the user that a direction of the user mark is correct or not correct.
 67. The interactive learning apparatus of claim 66 wherein the code for informing the user includes code for informing the user that the direction of the user mark is not correct.
 68. The interactive learning apparatus of claim 67 wherein the memory device further comprises code for displaying an animated character which informs the user that the direction of the user mark is correct or not correct.
 69. The interactive learning apparatus of claim 66 wherein the memory device further comprises code for informing the user that an entire line was not drawn.
 70. The interactive learning apparatus of claim 66 wherein the memory device further comprises code for informing the user that the user mark does not form a complete line. 